The IPC Learning Process
There is a distinct learning process with every IPC unit, providing a structured approach to make sure that children’s learning experiences are as stimulating and rigorous as possible.
There’s a very effective learning structure to the IPC with an excellent range of rigorous activities provided in each unit but these activities are flexible, allowing us to adapt the activities to suit our school and our children. The IPC provides the structure and the starting point and we’ve found this incredibly helpful.
Deputy Headteacher, SS Simon and Jude CE Primary School, Bolton, England
The Entry Point launches every new IPC unit.
It is an activity or event to immerse the children into the theme. The goal of the Entry Point is to get every child excited and engaged in the theme. It also provides a common platform so that every child has an experience to draw from as they progress through the unit.
Their engagement starts immediately with the Entry Point and just grows from there.
Headteacher, Bransgore Primary School, Christchurch, Dorset, England
The Knowledge Harvest takes place at the beginning of the unit
This gives teachers the chance to find out what the children already know, what they want to learn about the theme and how they would like to learn, ensuring that children are leading their learning wherever possible. Many teachers create a mind-map during the Knowledge Harvest and add to the original mind-map throughout the unit to demonstrate to the children how their learning is progressing. This also helps children to see how what they are learning connects to what they already know. This approach also provides opportunities for the teacher to challenge original knowledge if it is inaccurate.
We’ve found the Knowledge Harvest to be a very crucial step in building engagement. It encourages the children to be more independent in their learning so they’re not so spoon-fed. Deciding what you want to learn is very empowering; it gives the children a sense of control. There’s a huge difference between learning and telling and that makes all the difference when it comes to engaging the children and keeping them engaged.
Chuckery Primary School, Walsall, England
The Big Picture and Explaining the Theme
The Big Picture provides teachers with factual information that will support them during the unit of work. Explaining the Theme involves the teacher helping the children to see the ‘Big Picture’ of the theme before starting out on the learning tasks; preparing and exciting the children for what’s ahead.
Subject Research Activities
Each IPC research activity is designed to make sure that children can access information in a way that is appropriate to them. Many of the IPC research activities are experiential, exploratory, collaborative research activities applying group working skills. Others are designed to develop individual enquiry and resilience. All tasks are open-ended to encourage children to ask their own questions related to the theme. Each activity has clearly defined learning targets which are drawn from the IPC Learning Goals. A number of research activities are identified for Assessment for Learning (the assessment of children’s progress in a range of subject, personal and international learning skills).
Subject Recording Activities
The subject recording activities are tasks in which children process the information they have gained in their subject research activities. The recording activities have been written to ensure that children have the chance to process and present their research through the full range of their multiple intelligences. Each recording activity has clearly defined learning targets which are drawn from the IPC Learning Goals. A number of recording activities are identified for Assessment for Learning (the assessment of children’s progress in a range of subject, personal and international learning skills).
The Exit Point
An Exit Point completes the unit.
This may be an event that the learning has been building towards, or an exhibition, display, performance or activity that incorporates learning from the unit. This activity helps children to draw on all their learning from the unit, reminding them of all the connections between subjects that they have made, and creating time and opportunity to build their understanding of their learning. It often involves parents and celebrates the learning that has been achieved.